|In 2016, The University of Melbourne (John Hattie) crunched the results of more than 65,000 research papers on the effects of “hundreds of interventions” on the learning of 250 million pupils. They found that popular interventions like class sizes, uniforms and streaming by ability make little or no difference to whether children learn. What matters most is “teacher expertise”.
Stanford University (Eric Hanushek), has estimated that during an academic year, pupils taught by teachers at the 90th percentile for effectiveness learn 1.5 years’ worth of material. Those taught by teachers at the 10th percentile learn half a year’s worth. Similar results have been found in countries from Britain to Ecuador.
“No other attribute of schools comes close to having this much influence on student achievement as educator quality”
Educators want to improve but here is the challenge, Most of them are caved in with teaching duties with unrelenting academic expectations, laborious administrative work required by school & boards alike & hectic work timings apart from playing multiple roles at home. The outcome is something like this
Isn’t it a common sight to see our educators scream at the top of their voice asking children not to scream ? We seem to teach a lot but follow a lot less. Clearly, We need to re-focus on role-modelling of what we want our children to be.
The question most educational institutions face is how do we help our educators become role-models? Because we know lecturing alone doesn’t work.